Module 14

Poetry; interviews

We all know tongue twisters! Have fun with tongue twisters by seeing how quickly they can be read or said – without getting confused.

Betty Botta bought some butter.

“But,” said she, “this butter’s bitter!

If I put it in my batter,

It will make my batter bitter.

But a bit o’ better butter

Will but make my batter better.”

So she bought a bit o’ butter

Better than the bitter butter,

Made her bitter batter better.

So ‘twas better Bettty Botta

Bought a bit o’ better butter.

A flea and a fly in a flue

Were caught, so what could they do?

Said the fly, “Let us flee.”

“Let us fly,” said the flea.

So they flew through a flaw in the flue.

(Source unknown)

ACTIVITY2

TO RESPECT OTHER LEARNERS, GIVE OTHER LEARNERS A CHANCE TO SPEAK, LISTEN TO THEM AND ENCOURAGE THEIR ATTEMPTS TO SPEAK THEIR ADDITIONAL LANGUAGE [LO 1.5]

TO INTERACT IN ADDITIONAL LANGUAGE AND EXPRESSES OPINIONS AND FEELINGS [L.O.2.1]

TO ANSWER MORE COMPLEX QUESTIONS [LO 5.2.1]

Finding out!

Interviewing

How to interview someone successfully …

An interviewer needs to ask questions that do not require a yes or a no answer only. When interviewing somebody, your questions should encourage the person to give detailed answers or more information.

The following types of questions can help you when you plan your interview.

Select those that you would like to use and complete the questions. Can you add any of your own to the list?

What happened when ___?

Can you remember when ___?

Where were you___?

Describe your feelings ____?

Why did you ____ ?

What do you think will ___?

What about ____?

Please tell our listeners exactly ____ .

Assessment

LO 3

READING AND VIEWING The learner will be able to read and view for information and enjoyment, and to respond critically to the aesthetic, cultural and emotional values in texts.

We know this when the learner:

3.1 understands in a simple way some element of stories:

3.1.4 notices the role that visual images (pictures, photographs) play in the construction of meaning (e.g. how old and young people are represented in pictures);

3.2 understands, in a simple way, some elements of poetry:

3.2.1 rhyme;

3.2.2 words which begin with the same sound;

3.6 reads for pleasure:

3.6.1 reads fiction and non-fiction at an appropriate reading and language level;

3.6.4 solves word puzzles;

3.7 uses reference books and develops vocabulary:

3.7.1 uses a dictionary;

3.7.2 demonstrates a reading vocabulary of between 2 000 and 3 500 common words.

LO 4

WRITING The learner will be able to write different kinds of factual and imaginative texts for a wide range of purposes.

We know this when the learner:

4.3 writes creatively:

4.3.1 writes a play script or dialogue;

4.5 treats writing as a process, and uses developing knowledge or language structure and use:

4.5.1 writes rough drafts;

4.5.6 spells familiar words correctly;

4.5.7 uses a wider range of punctuation (e.g. inverted commas).

LO 5

THINKING AND REASONING The learner will able to use language to think and reason, and access, process and use information for learning.

We know this when the learner:

5.2 uses language for thinking:

5.2.4 classifies things according to criteria;

5.2.5 identifies similarities and differences between things;

5.2.6 distinguishes parts from the whole;

5.2.8 expresses opinions and gives reasons for them.

Memorandum

ACTIVITY 1

We all know these tongue twisters! Have fun with tongue twisters by seeing how quickly they can be read/said – without getting confused! They are found in the learners’ module.

Discuss with the learners

what makes this kind of poetry unique

the style of this kind of poetry

rhyme

alliteration

Encourage the learners to find other tongue twisters and to bring them to class to read or recite. This kind of poem lends itself to lots of fun – and ultimately the pupils will enjoy poetry. Groups of learners, reciting or reading tongue twisters, can compete against each other.

Encourage the learners to display their choices on the pinboard, or allow them to paste their tongue twister onto an extra page in their unit of work.

Poetry is for enjoyment. Keep this in mind at all times.

ACTIVITY 2

Finding out about interviewing:

Now give them the instructions:

Work with a partner.

One of you is the interviewer and must interview the other.

You may select topics of your own.

Use current news stories.

You may only use 1 prop each.

Allow the learners to complete the checklist below, before presenting their interview to the rest of the class.

Remember that it is never easy interviewing someone. It is a skill that needs to be practised. Allow the learners to practise in class – so that you can help if necessary. It is simple if you allow half the class to practise at one time (a bit noisy!) while the other half of the class ‘ tutors’ them.

The following checklist can be put up on newsprint, on the chalkboard or even handed out to the learners, before the time. This serves as a guide while they are working in their groups.

fullerene is a bucky ball aka Carbon 60 molecule. It was name by the architect Fuller. He design the geodesic dome. it resembles a soccer ball.

Tarell

what is the actual application of fullerenes nowadays?

Damian

That is a great question Damian. best way to answer that question is to Google it. there are hundreds of applications for buck minister fullerenes, from medical to aerospace. you can also find plenty of research papers that will give you great detail on the potential applications of fullerenes.

Tarell

Join the discussion...

what is the Synthesis, properties,and applications of carbon nano chemistry

Yeah, it is a pain to say the least. You basically have to heat the substarte up to around 1000 degrees celcius then pass phosphene gas over top of it, which is explosive and toxic by the way, under very low pressure.